The Debra P. versus Turlington case marked the first major inquiry into content validity of a student competency testing program. The Florida federal district court determined material assessed on the test had been taught in Florida's classrooms. Schools may deny regular diplomas to students who fail the test. (DWH)

Instructional validity indicates that a district is testing what is taught. Minimum standards of fairness in pursuing educational equity are proposed. The standards include efforts to remediate students who fail competency tests, use instructional validity studies; present an adequate opportunity to learn, make an appropriate use of results, and…

This reply to William A. Mehrens argues that although some psychometricians are reluctant to endorse the use of test data for educational decision making, it is desirable that measurement specialists provide decision makers with practical, understandable ways to use test data. (JAZ)

Instructional validity of the Florida graduation test and the degree to which students were given proper preparation to pass it were studied. The Florida model illustrates procedures are available to demonstrate to the court that required skills are being taught to prepare students for success on competency tests. (DWH)

This article discusses the range of validation studies conducted in Kansas in examining the validity of the National Teachers' Examination as a certification test for that state. It is argued that the validation of certification tests calls for a wider range of studies than typically are undertaken. (JAZ)

The Florida Court decision reaffirms a state's right to impose a diploma sanction when competency tests are valid. Testing specialists now have a precedent for demonstrating curricular and instructional validity. Competency testing programs are a useful method for implementing instructional improvements. (DWH)

Nine definitions of minimum competency testing (MCT) found in the literature are examined, with major issues for policymakers to consider as they make decisions whether MCT will serve the goals and purposes of their testing programs. Perceived benefits and costs and criticisms based on implementation procedures are discussed. (Author/CM)

Three statewide assessment programs in Connecticut developed in response to the State Board of Education's goals and objectives are described. These include: (1) the Connecticut Assessment of Educational Progress; (2) the Educational Evaluation and Remedial Assessment Program; and (3) the Connecticut Mastery Testing Program.

Developers of high stakes criterion-referenced tests are urged to formulate test tasks so that efficient instruction can promote student mastery of the domain. Time-on-task has been promoted by instructional psychologists as preferable to test teaching. (DWH)

Florida mandated high school competency tests in 1978. Evidence presented in the court case of Debra P. versus Turlington indicated students learn what they are taught. Low failure districts reported more concentration on basic skills. The issue of educational equity versus educational excellence has not been more resolved. (DWH)

Test scores are being used for a variety of inappropriate purposes, often to the detriment of minorities. This article recounts recent evidence on misuse of testing, offers strategies for preventing abuse, and urges professionals to take on active roles in preventing misuse of their wares. (LMO)

Possible sources of intrajudge inconsistency in standard setting are reviewed, and approaches are presented to improve the accuracy of rating. Procedures for providing judges with feedback through discussion or computerized communication are discussed. Monitoring and maintaining judges' consistency throughout the rating process are essential. (SLD)

This article reviews developments in the field of educational measurement over the preceding 20 years, focusing on criterion-referenced measurement, item response theory, standard-setting methods, and equating methods. (TJH)

The Presidential Address at the 1986 National Council on Measurement in Education Annual Meeting argues that measurement specialists have tended to set unrealistic aspirations for the role tests play. The conjunctive decision making model is discussed and the use of data in the conjunctive and compensatory decision making models is examined. (JAZ)

This reply to William A. Mehrens argues that test validity is the central issue in discussing the appropriate role of tests. It states that the procedures used to establish the validity of tests are inadequate because they depend primarily on content validity and not on construct and criterion validity. (JAZ)